I. Curricular Framework

Concept:

Rebellion

Essential Question:

Why was Beethoven considered a “Rebel” in his time?

Bridge:

Musical Pairs

Content:

Beethoven and Scherzo

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To stimulate students' thinking about pathfinders--"rebels"--in music.

Activity: Ask students to think of some musical rebels, e.g., Elvis Presley (combination of black and white music, movement). Other rock star rebels?

Assessment: Involvement of students in discussion.

2. Attend: Attending to the Connection

Objective: To have students analyze qualities of a rebel in music.

Activity: Analyze what a rebel is. What makes them rebels? Doing things differently, against norms, etc.?

Assessment: Involvement of students in discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To encourage students to recognize qualities of music that are different from the norm and to hear that the "rebellious" becomes the "conservative."

Activity: 1) Play examples of musical "pairs"--determine which sounds "conventional" and which sounds "rebellious." (Use examples of jazz, rock, popular music to which students can identify.) 2) Have students raise hand after listening to each pair. Ask: Which one sounds rebellious, the first one or the second one? 3) Play some "pairs" in which the "rebellious" of one pair becomes the "conservative" of the other pair, e.g., Elvis as "rebel," then Beatles as "rebel." (Play tape: Conventional/Rebellious music) 4) Play "typical third movement" (Mozart: Serenade, K. 375, Menuetto, Masters of Classical Music, Vol. I) and then, listen to Beethoven Scherzo from Symphony #7. 5) Which one sounds more rebellious?

Assessment: The number of appropriate responses shown by students' raising hands.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To inform students of Beethoven's revolutionary tendencies as well as his conformity to classic standards and to listen to the Scherzo, showing how musical elements are used in his work.

Activity: 1) Tell the class that Beethoven was a rebel--musically, in lots of ways--chords, way of developing melodies. 2) Tell the class that one of the critics said that Beethoven must have been drunk when he wrote his symphony, and that he was "ripe for the mad house." 3) Tell class: scherzo--playful or lighthearted--different from the usual "dignified minuet." 4) Show themes and play. 5) Tell class how listening for elements of music can help to identify themes. Pass out chart. a) Discuss chart--tempo, tone color, etc. Define terms together.

Assessment: Attentiveness of students to lecture.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To have students practice recognizing the elements heard in Scherzo.

Activity: 1) Have students fill out worksheet: Listen to music. DAY TWO - Scherzo (Provide unlined paper. Have students bring markers or crayons.) (Have tape ready for 4R activity.) 2) Pass back worksheets. Go over responses together.

Assessment: Answers to worksheets. DAY TWO Return worksheet. Ask class who remembers what rondo form is.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To have students create their own visual representation of the themes heard in the Scherzo.

Activity: 1) Teacher demonstrates some charting of themes--show repetition, contrast with use of different color markers and abstract representation of melodies. 2) Class charts themes as music proceeds (will exchange maps).

Assessment: Involvement of students and creativity in charts students produce.

7. Refine: Refining the Extension

Objective: To have students analyze their charts to determine whether they represent the music and lead students to "discover" rondo form.

Activity: Teacher draws diagram: A B A B A. Tell them it is a type of rondo form. (Tell class that there are other rondo designs, but A comes back). Any of your maps represent this?

Assessment: Students' analysis of their own work.

8. Perform: Creative Manifestation of Material Learned

Objective: To share examples of what students have learned about the music.

Activity: Ask for volunteers to share charts with the class--tape on board. Students point and listen.

Assessment: Quality of examples and response of students to fellow classmates' work.

Assessment, Phase Five,Performance, Creative Use of Material Learned: